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International

Advanced Level

English Language

Unit 2 WEN02

Language in Transition

Examiner commentaries on exemplar responses

Issue 1

February

201
7

1 This set of exemplar responses with examiner commentaries for Unit 2, Language in

Transition, has been produced to support teachers delivering and students studying the

International Advanced Level English Language specification. This pack includes examiner commentaries on exemplar scripts, exemplar scripts and Mark

Scheme for ease of reference. The scripts selected exemplify performance for this component of the examination. This document should be used alongside other IAL English Language teaching and learning

materials available on the website here: http://qualifications.pearson.com/en/qualifications/edexcel-international-advanced-levels/english-

materials

Link to May/June 2016 WEN02 Mark scheme is here: http://qualifications.pearson.com/en/qualifications/edexcel-international-advanced-

Type%2FMark-scheme

2 Content Page Section A 3

Commentary on Script A Level 1 3

Script A

Commentary on Script B Level 2 4

Script B

Commentary on Script C Level 2 5

Script C

Commentary on Script D Level 3 6

Script D

7 8 9 10 11 12

Commentary on Script E Level

Script E

Section B

Commentary on Script F Level 1

Script F

Commentary on Script G Level 2

Script G

Commentary on Script H Level 2

Script H

Commentary on Script I Level 4

Script I

Commentary on Script J Level 5

Script J

3 Commentary on Exemplars

International Advanced Level English Language

Unit 2 WEN02: Language in Transition

Section A: 25 marks Script A

Level 1: 3 marks

This response is brief with no analysis of the text. It is descriptive in its approach stating obvious differences, makes no connections to the data and demonstrates a very basic understanding of the requirement of the question. This is a typical level 1 response. 4

Script B Level 2: 8 marks

The candidate demonstrates general understanding, briefly explaining how creoles develop and identifying features within the text that deviate from Standard English. They make links between Hawaiian vocabulary and code switching but fail to expand on this and demonstrate wider knowledge. An explanation of how code switching has developed within varieties of English as well as the use of loan words would make their observations stronger. Overall, the response is underdeveloped, descriptive in parts and lacks terminology when evidencing examples from the text. Candidates are reminded to avoid which deviate from Standard English should be referred to as non-standard. 5

Script C Level 2: 10 marks

there are lapses within the use of terminology such as the incorrect reference to possessive nouns and a wider range is required to reach higher marks. The candidate does attempt to discuss the context of the speech by identifying the speakers attempt to engage with the audience and makes reference to discourse. This shows some method of language analysis to show general understanding. This response is a little more developed but does not show clear relevant application which is required for level 3. 6

Script D: Level 3: 12 marks

The response is structured, making relevant points and providing examples from the features within lexis, phonology and discourse. There are some missed opportunities to and prepositions. Candidates are advised to use terminology throughout their response as this can make an impact when awarding marks within levels. The candidate demonstrates understanding of the formation of Creoles, identifying lexis influenced by the Hawaiian Language and American culture. Further examples of American lexis could American varieties of English globally. The candidate demonstrates some knowledge of POH QHJMPLYH MPPLPXGHV PRRMUGV QRQVPMQGMUG YMULHPLHV MQG ORR POH\ MUH ŃRQVLGHUHG µORR avoids sounding judgmental of non-standard varieties. Their comments on attitudes are brief and they could develop their points with explanations of prescriptivism and descriptivism. This links with the content of the discourse as the speaker is arguing against the prescriptive attitudes towards her language which the candidate mentions briefly towards the end. Phonological features are discussed with some analysis and using phonetic terminology here would strengthen these points. Comments on discourse are underdeveloped and they link certain features to Creoles as opposed to spoken language. The candidate could have commented on context here as the speaker is taking to an audience which will impact on the fluency of her speech. This candidate demonstrated clear application with relevant comments allowing for a mark in level 3. Further development of points, increase in terminology and theoretical application would allow for a higher mark within the level.

7 Script E Level : 20 marksThis is a well-structured response which makes confident links between the text and

Standard English. The candidate uses terminology accurately and consistently commenting on a range of features across the language frameworks. The candidate maintains a focus on the question and links features to the developments of Creoles such as gender pronouns, non-standard tense and reduplication of vocabulary. They show knowledge and understanding of this variety of English, identify how global varieties have spread and recognise the influence of American culture. The candidate makes reference to convergence and covert prestige. Further application of theories throughout the response to develop a more critical analysis of the creole would allow for marks in the top level. Overall, this response was well written demonstrating controlled analysis and understanding of the data making this a high level 4 response.

8 International Advanced Level English Language

Unit 2 WEN02: Language in Transition

Section B: 25 marks Script F: Level 1: 3 marks

This response is too short and does not the requirements of the question. The candidate describes the text with a focus on a context demonstrating a lack of understanding of what was required. They show basic knowledge of the data and quote information that is evident in the glossary and stated in the articles making no attempts to analyse. This is a typical level 1 response. 9

Script G: Level 2: 7 marks

This candidate shows general understanding of Creoles and some knowledge of context, stigmatization and convergence. There is limited reference to the data to support their discussion resulting in a general essay rather than a focused discussion. Candidates must refer to all of the texts in source booklets when answering this question and provide examples from the text to support their points. This candidate comments on the sociolect, Multi-cultural London English which is not relevant to the question. Candidates can talk about varieties of English they are familiar with, which have similar features to support discussion, but the focus must be on the question and the data provided. They do attempt comments on each area of the question but there is a lack of development and understanding which awards this script a low level 2 mark. 10

Script H: Level 2: 13 marks

This candidate begins with a brief description of creole languages. A bit more explanation of the context of how they have developed would demonstrate a greater understanding. They identify the feature of loan words from other languages within creoles and evidence this with good examples from the sources. They discuss prestige within language use and recognise creoles as stigmatized forms of language showing clear application of understanding to the data. Reference to convergence in Text A and C or prescriptivism in Text B would develop their points further her to achieve higher marks. There is a lack of terminology within the response and the candidate misses opportunities to use this when describing the phonology in Text C and could also have noted the similarities in pronunciation in Text A. Each bullet point is addressed and the candidate provides a structured answer. Their point regarding international English could be stronger with examples from the text. For example, when highlighting the influence of other language through mass media the examples of American English in Text A would help support that as well as its use in Business in Text B. 11

Script I: Level 4 17 marks

This script identifies the issue of modern day attitudes towards English as prevalent across the data. It also recognise that Text A and C depicts the experience of stigmatisation by the speakers of creoles while Text B conveys the social status and prestige associated with Standard English and a desire to be associated with it internationally. They support their discussion with reference to convergence to accurately describe the process of using language in different contexts. Comments regarding the influence of other languages on English demonstrate knowledge of the development of creoles over the centuries and the rise of international English. Their points are linked to contextual factors and identifies that each creole has been influenced by languages which they are close to geographically. This is good well developed answer which scores in low level 4. 12

Script J: Level 5: 21 marks

This response is detailed, well written and provides an in depth analysis of the development of English with reference to creoles. The candidate explores the full content of the data making connections across the texts regarding cultural identity, stigmatisations of creoles and explores theories of convergence amongst its users. The candidate addresses each bullet point within the question demonstrating wide knowledge on how creoles developed historically and their role in the 21st century. They recognise the wider issue of attitudes towards English, which features in all the texts, demonstrating an understanding of prescriptivism and overt and covert prestige. Terminology is used and points are supported with evidence from text throughout the response. The candidate makes connections across the data and applies theories to draw conclusions. This is a strong response which scores in level 5.quotesdbs_dbs11.pdfusesText_17

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